Concurrent Planning: Multiple Pathways to Permanence

Version 2.0, 2010 Module A 1

Goals for the Training

In this training we will cover:  Essentials of Concurrent Planning  Values in Concurrent Planning  Collaboration toward Permanency 2

Definitions

 Concurrent planning  Permanency outcomes  Emotional vs. Legal Permanency 3

Concurrent Planning Values

 Every child deserves permanency.

 Requires emotional risks.

 Foster placement as a service, not an outcome.

 Requires collaboration.

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Learning Objectives

Knowledge:  Define Concurrent Planning and Permanence  Identify the emotional, developmental effects of separation  Recognize best practice models Values   Permanency as best outcome Concurrent planning as a method for timely permanency  Ongoing concurrent planning   Emotional/relational permanency, pre-existing attachments Child-, youth-, and family-centered 5

Data

 Retrieved from the Center for Social Services Research at the UC Berkeley http://cssr.berkeley.edu/ucb_childwelfare/  Part of the effort to improve outcomes for children and families in the Child Welfare System 6

Placement Data

In California on July 1, 2009…  59,686 children & youth were in child welfare supervised foster care.

1% Foster Home, Group Home, Other Kinship Care Unspecified 33% 66%

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Placement Data



65%

of those who enter and stay at least five days in placement are still in out-of-home care one year later.



25%

of those who enter foster care remain in care longer than 24 months.

Number of placements for children & youth who remain in foster care for more than 24 months 23% 77% 1 placement 2 or more placements

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Days 550 500 450 400 350

Placement Data

Median Length of Time in Placement (CA, 2006) 502 516 430 All Children African American Children Native American Children

 60% of youth who age out of the system at age 18 were in care for 3 years or longer.

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Discussion

 What do you see as your role in improving outcomes for children and youth, given the issues that were presented in the video and the data?

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Attachment Theory

 Attachment status sets stage for developing autonomy.

 Attachment deficits lead to:    Separation anxiety Inability to meet developmental challenges Re-experiencing of rage from early losses  Attachment helps the child to:  Attain full intellectual potential    Develop a conscience Trust others Increase self-reliance and feelings of self worth   Cope with stress, frustration and jealousy Overcome common fears and worries 11

Separation and Placement

 Infants  Cognitive limitations  Become extremely distressed by: • changes in the environment • the absence of trusted caregivers  Experience the absence of caregivers as immediate, total, and complete 12

Separation and Placement

 Preschoolers  Immature conception of time  Assumption that parents will not return  Damages self esteem and increases anxiety  Feelings of helplessness and loss of control interfere with the development of self directed, autonomous behavior 13

Separation and Placement

 School age children  Need concreteness  May experience feelings of: • responsibility, guilt and anxiety • confusion, hostility, and resentment • worry about family  May become lonely and isolated after the loss of best friends and peers 14

Separation and Placement

 Adolescents  An emotionally chaotic period; Additional stress may precipitate crisis.

 May experience: • Guilt, anxiety, depression  May interfere with development of autonomy.

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Decreasing Placement Trauma

 Slow down, explain.

 Removal calmly facilitated by parent.

 Parent-Child phone call, visit before leaving home.

 Familiar people to provide emotional support.

 Comfort items.

 Build relationship between biological and foster parent.

 Place child as soon as possible.

 Child knows placement is not his/her fault.

 Maintain connections between siblings.

 Attend same school, or arrange good-bye with friends.

 Appropriate and prompt trauma services.

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Decreasing Placement Trauma

Summary:  Keep child connected to family, loved ones  Frequency of contact  Timely permanency through reunification, adoption, or guardianship 17

Federal and State Legislation

 Adoption and Safe Families Act of 1997  The Chafee Foster Care Independence Act  California AB 3088  California Welfare and Institutions Code  WIC 16501.1(f)(9)  WIC 358.1(b)  WIC 361.3

 WIC 366.21

 WIC 706.6(k) 18

Concurrent Planning: Key Components

 Full Disclosure  Reasonable Efforts  Timelines for Reunification  Substantial Probability for Reunification 19

Full Disclosure

 Provide family members with information and possible outcomes that will be upsetting to the family members.

 Required by law  Clinically beneficial  Who is included in full disclosure?

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Reasonable Efforts

Tasks include:  Document the problems which necessitated removal.

 Work with biological parents on:  MSLC expectation, service plan, and visitation plan  Refer parents to service providers.

 Review progress at least monthly with parents.

 Document all parental participation.

Documentation includes:  Date of referrals to services.

 Evaluations and/or progress reports.

 Dates and outcomes of contact with relatives.

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Timelines for Reunification

 Begin reunification and permanency efforts immediately  Length of reunification plan is determined by:   Child’s age at time of removal Parent’s progress in the plan 22

Assessing for Reunification

Important considerations:  What has the parent done to comply with the reunification plan? What can be documented?

 What does the parent still need to do?

 What is the visitation plan for the parent?

 Is the parent following through with visitation? What can be documented?

 How is the child responding to visits with the parent?

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Contact Points

 Concurrent planning  Starts with the initial contact with family  Continues and evolves throughout the life of the case  Does not end until permanency is achieved 24

Concurrent Planning: Promising Practices

 Early formal search for relatives, absent parents.

 Early compliance with ICWA.

 Regular collaborative case reviews.

 Frequent communication between social workers.

 Intensive early services to biological parents.

 Individualized assessment, targeted services.

 Documented full disclosure.

 Parent / child visitation plans.

 Build relationship: parents & substitute care providers.

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Working Together

 Child’s attorney  Biological parent’s attorney  Foster parent/relative caregiver 26

Activity: Best Practice

 Directions:  Read vignette  Work in table groups to identify missed opportunities to engage in concurrent planning.

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Practice Constants and Practice Changes

 Changes to practice  Remain the same:  Services to Children  Services to Birth Parents  Services to Relatives 28